The book by L. K. Graudina and G. I. Kochetkova "Russian Rhetoric" (Moscow, 2001) introduces the reader to the richest Russian literature on rhetoric and the best examples of eloquence in its various genera and types. In this regard, it is impossible not to recall another book with almost the same title, published in 1996: "Russian Rhetoric. Anthology" (compiled by L. K. Graudin).

The new book is mainly intended for teaching rhetoric in humanities universities (in the first years) and in high schools of gymnasiums, lyceums and secondary schools.

Interest in rhetoric, in the art of eloquence, continues to grow not only among teachers of literature, but also in the most seemingly distant circles of the intelligentsia from philology. Today, this interest is dictated by the revision of the principles of humanitarian education, progressive changes in this area, which, not without difficulties and overcoming the established stagnant tradition, persistently make their way into life.

Let's pay attention to the peculiarities of the "Russian Rhetoric" of 2001. It shows the origins and major stages of the history of Russian rhetoric. Sections of the book are devoted to this - "The Origins of eloquence" and "Traditions of eloquence in Russia". The book contains relatively complete descriptions of the most famous Russian rhetorics in close connection with the lives of scientists, teachers and other figures who worked in this field. These are the pages devoted to F.'s rhetorical ideas. Prokopovich, M. V. Lomonosov, M. M. Speransky, N. Ya. Koshansky, A. I. Galich and others. At the same time, sections dealing with modern teaching of rhetoric and speech culture as an established scientific discipline have been developed in sufficient depth. This is especially pronounced in the part of the book called "Rhetoric, speech culture and norms of modern literary language". The book also covers the features and norms of speech in different styles, situations, and genres.

The content of the book shows an active socio-historical position of the authors. The organizational center, or core, of the narrative is the task of educating the language personality. The authors were guided by the fact that three necessary components were included in the development of the topic:: 1. Study of theory - presentation of the basic rules of rhetoric, characterization of the specifics of speech communication depending on the types of communication (dialogue, argument, speech, congratulations, compliment, etc.). 2. Study of oratorical samples of the past and present, which make it possible to clearly show how

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a "speaker's image" (in modern terminology) is formed, on the one hand, and on the other - to understand specific techniques and means of speech influence with the help of a good literary language. 3. Mandatory exercises in composing and delivering speeches, in a word, your own language creativity, which is formed under the guidance of an experienced mentor. This aspect of learning is facilitated by the questions, tasks, and exercises that appear at the end of each section.

Especially important is the philosophical and moral orientation of the book, which is noticeably lacking in modern literature, including educational literature. By the way, this orientation was characteristic of all ancient works on rhetoric. In Russia, this direction was developed by M. V. Lomonosov, then N. F. Koshansky and A. I. Galich-lyceum teachers of A. S. Pushkin, Russian judicial speakers of the XIX century. Questions that concerned them: moral requirements for the speaker; choosing the position of the author of a public text; mastering the culture of disagreement, developing a correct attitude to the opponent in a dispute, etc.

The authors of the book are close to the point of view of the Russian philosopher I. Ilyin, who believed that a Russian teacher and scientist should introduce into their work, in their activities, not political ideologems, but "the principles of the heart, creative freedom and living responsibility of conscience." In our time, a scholar must " see the spirit and destiny of his people in every detail of Russian history, and cultivate and strengthen his legal intuition... to contemplate the whole life of the language being studied."

This position of the authors seems quite justified. It was expressed in relief in the chapters on academic eloquence, on controversy, on judicial and spiritual eloquence. In modern rhetoric, these issues are usually not addressed. Meanwhile, today, more than ever, the relevance of such values as faith and morality has increased. Here, the mastery of speech is directed not to the external world, but to the inner world of each person. In Russkaya Rhetorika, much attention is paid to the Church Slavonic language. Aphorisms of Christian thinkers such as St. Augustine, St. Chrysostom, St. Ephraim the Syrian, Metropolitan Philaret and others are read with interest. It is also valuable that in separate paragraphs of the section on types and types of speech, devoted to speech etiquette, the art of argument, judicial and academic eloquence, a system of rules that a speaker must adhere to in certain situations and genres of speech communication is given. We will not find these rules either in Russian stylistics or, especially, in Russian grammar. From this point of view, the book's communicative and pragmatic orientation is obvious and useful.

The characteristics of speech activity are supplemented here with information about speech qualities. This is primarily the accuracy, clarity, and relevance of speech. Such qualities as the richness of speech and its effectiveness are also considered.

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beauty, euphony and expressiveness. In the modern practice of teaching, the ornamental part of rhetoric is very poorly represented. As you know, the basis of the ornamental section of rhetoric is the doctrine of tropes and figures. A satisfactory concept of speech expressiveness cannot be realized without paying attention to these phenomena. The book provides not only an acceptable classification of tropes and figures, but also shows with vivid examples how their use enhances the visual quality of speech, its beauty and, ultimately, its effectiveness. The authors themselves, as the journalist Sergey Bykov notes in his printed response to this book, write "easily and easily. The subject is presented clearly and fascinatingly" (see the newspaper "Tverskaya, 13". 2002. March 7). For example, in the chapter on wit, there are beautiful illustrations. Two of them can be reproduced: "In his youth, Bernard Shaw wrote music criticism for a London newspaper. About the concert of the doctors 'choir, he said briefly:" Yesterday the doctors sang. They should once again be reminded of their medical duty - to remain silent" (p. 544). The technique of witty use of the figure of opposition is also used in a joke that describes the psychological portrait of a lawyer: "After winning a case, lawyers tell their clients - we won, and after losing - we lost "(Ibid.).

The authors ' approach to presenting the entire material is undoubtedly fruitful. It is possible to give weighty arguments in favor of rhetoric as an independent academic subject: 1) its spiritual, aesthetic and moral content; 2) actual and well-developed principles of speech teaching; 3) developed methodological side of this subject. All these achievements of rhetoric, which were lost since its ban, were reflected and applied in an interesting book by L. K. Graudina and G. I. Kochetkova. Their work can be very useful in developing a training package on rhetoric in the new state educational standards.

V. G. Kostomarov, Full Member of the Russian Academy of Education

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